Students’ intercultural helping tendency: the role of societal mattering, Model United Nations, and digital literacy

Abstract

This study investigates the moderated mediation relationship between societal mattering, intercultural competence (ICC), and intercultural helping tendency (IHT) among university students. Societal mattering, reflecting individuals perceived relevance within broader societal contexts, is hypothesized to affect IHT indirectly through ICC. This research aligns with Sustainable Development Goal (SDG) 4 (quality education) and SDG 16 (peace, justice, and strong institutions) by advancing evidence on how educational experiences cultivate intercultural understanding and prosocial engagement in diverse communities. The study employs two moderators, namely Model United Nations involvement (MUNI) and new media literacy (NML), to assess their influence on these interactions. Using the G*Power sample size calculator, 97 purposively selected university students were recruited. Data collection utilized validated instruments, including the cultural intelligence scale, helping attitude scale, university mattering scale (UM-S), new media literacy scale (NMLS), and a demographic questionnaire. The data were analyzed using moderated mediation modeling with PROCESS Macro Model 76. Results indicate societal mattering indirectly impacts IHT via ICC, particularly for students with moderate or high MUNI and low NML. The findings highlight MUN value in fostering IHT and ICC, informing policies for multicultural education.